10 Session Sample Curriculum
Day 1: To learn about the brain functions, structures, and pathways in the brain; to understand the unique features of the adolescent brain and its vulnerability to addiction; to understand how the brain reacts to drugs.
Day 2: To develop a definition of addiction, discus addiction physiology and the brain’s response to drugs, address addiction myths; discuss effects of addiction.
Day 3: To understand nicotine and its addictive properties; to learn how tobacco companies design tobacco properties to be addictive.
Day 4: Learn about the history of tobacco; identify the targeted marketing practices used by tobacco companies; understand the differences in tobacco products, including risks.
Day 5: Obtain accurate knowledge about how e-cigarettes/vape pens are made to work; understand how the products of e-cigarettes/vape pens enter (or are absorbed) into the body.
Day 6: Identify predatory marketing strategies employed by the tobacco industry; understand specific marketing strategies that manufacturers and the tobacco industry use to increase use among adolescents; explore and understand the appeal of e-cigarettes/vape pens among adolescents in order to counter the appeal.
Day 7: To learn about the negative health effects caused by e-cigarette and vape pen use; to learn about the effects of nicotine on the body; learn about the effects that nicotine in pod-based systems has on the adolescent body and brain; understand the appeal of JUULs among adolescents in order to counter the appeal
Day 8: Explore and understand the appeal of e-cigarettes/vape pens/pod-based systems among adolescents in order to counter the appeal; learn and practice skills that will allow students to resist e-cigarette/vape pen use.
Day 9: Understand information about smokeless tobacco and hookah
Day 10: Review the information they learned from the e-cigarette/vape pen module activities; create individual projects to reflect on the impact of e-cigarettes/vape pens.
This is a suggested 10-session curriculum that educators can use over a 10-day or 10-period course, with 50-minute sessions. Before using the curriculum, we suggest that educators become familiar with the material including reviewing the teacher-focused crash courses.
Educators should go through each unit and download the PowerPoint for class presentation. Educators should also download the accompanying activities for in-class activities. Speakers' notes are embedded in the PowerPoint. Activities are meant to be printed for students before class begins. We refer to any 50 minute period as a "Session." Sessions can be done once weekly, on consecutive days, or multiple sessions per day, depending on individual need.